Integrating Play and STEM in Early Childhood Education: Learning the Respiratory System through Fun and Engaging Activities

Abstract

Early childhood education (ECE) plays a pivotal role in shaping foundational cognitive, emotional, and social competencies. Integrating play with STEM (Science, Technology, Engineering, and Mathematics) not only engages young learners but also fosters inquiry-based learning and cross-disciplinary skills. This research explores how a hands-on, play-based activity using a model of the human respiratory system enhances conceptual understanding in children aged 4–6 years. Using Vygotsky’s social constructivism, Piaget’s cognitive development theory, and Gardner’s multiple intelligences as theoretical frameworks, this qualitative study investigates the impact of role-play, storytelling, and model construction on young children’s scientific knowledge and holistic development. Findings indicate that combining STEM with playful learning boosts engagement, promotes collaboration, strengthens language and numeracy, and builds body awareness. This paper advocates for integrative, child-centered approaches in ECE STEM curricula to build lifelong learners equipped with 21st-century skills.